Finalists’ Brochure 2019Awarding Sustainability Excellence | Since 2004
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Contents
The International Green Gown Awards aresupported by UN Environment and are open
to any university or college across the world.
In the following pages, we are delighted toannounce the 2019 International Green
Gown Awards Finalists.
Endorsed by UN Environment, we are looking for
inspirational sustainability leaders. Recognising
exceptional sustainability initiatives being undertakenby the world’s universities and colleges, the International
Green Gown Awards set the bar and put every learning
institution at the heart of delivering the UN Global Goals.
We are delighted to announce The Associationof Commonwealth Universities (ACU), L’Agenceuniversitaire de la Francophonie (AUF) and International
Association of Universities (IAU) are co-hosting theInternational Green Gown Awards Ceremony at the HighLevel Political Forum in New York in July 2019. We’re also
excited to be working with host partner - the Institute ofInternational Education (IIE).

Regional Green Gown Awards
International Green Gown Awards

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Judges3

Sustainable Development Goals

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The Green Gown Awards, recognise theexceptional sustainability initiatives being
undertaken by universities and colleges.
They are delivered on a regional basis inAustralasia, UK and Ireland and Frenchspeaking regions in Europe and Canada.

Benefitting Society

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The winners of each region go automatically through as
Finalists for the coveted International Green Gown Awards.

Sustainability Institution of the Year

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The Awards provide the sector with benchmarks for excellence
and are respected by national Governments, funding councils,
senior management, academics and students.

Student Engagement

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There will be institutions that show the below icon alongside
the SDG logos. This icon shows that this finalist is a Green
Gown Award Regional Winner.

Sharing Best PracticeThe Sustainability
Exchange

GREEN GOWN AWARDREGIONAL WINNER

The International Green Gown Awards are administered
by EAUC.

GET TWEETING ABOUT THE
INSPIRATIONAL FINALISTSAT @GREENGOWNS2019 International Green Gown Award Judges
As the ethos of the Awards is to ensure the lessons
and e xamples of good practice are shared within the
sector and beyond, regionally, nationally and globally,
we work with all our winners, finalists and regional
partners to produce case studies and short videos
around their projects. Our current showcase of 600+
case studies and short videos can be accessed via the
Sustainability Exchange.

The judging panel are representatives of sector organisations and/or specialists in a particular area and represent allinternational regions. It is their substantial experience in the sector that truly makes the International Green Gown Awards
sector owned. We thank the judges for their time, commitment and valuable contributions.

To find out more, visit:www.sustainabilityexchange.ac.uk

The Green Gown Awards/International Green Gown Awards are administered by the EAUC. For more information please visit www.greengownawards.org
Disclaimer: The information provided within this publication has been provided solely by the applicant as defined by the Awards through the application
process. No member of the Green Gown Awards team or steering group will be liable for any misrepresentation.

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Sustainable Development Goals
On September 25th, 2015, countries adopted a set of goals to end poverty, protect theplanet, and ensure prosperity for all as part of a new sustainable development agenda. Eachgoal has specific targets to be achieved over the next 15 years. For the goals to be reached,
everyone needs to do their part: governments, the private sector, civil society and people
like you.
We asked each of our International Finalists to select up to a maximum of four goals that
their application particularly delivered against. These are shown alongside their individual
listings, showing the impact education has on a global scale.

Want to be our headline sponsor?
Join us and be a part of the global innovation and problem-solving power of students,
universities and colleges.
This is a unique opportunity to connect with the creativity and impact of the only global university, college andstudent sustainability leadership award.
As Headline Partner of the 2019 International Green Gown Awards, you will be a part of the solution. We want
you to influence and share student, university and college global sustainability excellence in teaching and research,leadership, campuses and employability. Our partnership will show how students can benefit the quality of life for us
all in our businesses and communities.
Work with us and let’s make a future fit for life.
The Awards are aligned with the United Nations Sustainable Development Goals and supported by the UN, national
governments and education bodies.
For your valued partnership you will receive:• Global profile with universities, colleges, governments and United Nations - a committed, well-connected andinfluential community• EXCLUSIVE ‘in association with’ status – you will be the sole sponsor of the International Awards with your logo on
all Award communications• Present an Award and speech at the International Green Gown Awards Ceremony• Work alongside winning students and institutions to create new placement and research opportunities• Connect your organisation with world-leading research and practice, tell your sustainability story and have theopportunity to present in webinars relating to the finalists over the next twelve months
The exclusivity and prestige of these established Awards, combined with the commitment and connections of influential
applicants make this a hugely attractive partnership opportunity. We will work with you to maximise business value
through access to entrants and the wider global Green Gown Award community.

Want to be a part of the solution? We would love to hear from you.
greengown@eauc.org.uk
www.greengownawards.org/international-green-gown-awards

Sign the SDG Accord www.sdgaccord.org

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In partnership with

Host Partner5BenefittingSociety
This category recognises the powerful and innovative
ways education institutions are realising their purpose
in today’s society to benefit the lives of individuals,
communities and wider society.

63%of the finalist institutions in this category chose‘Quality Education’ as one of their project’s top 4 SDGs

Photo image: credit Alexey Pivovarov

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Daffodil International University

Bangladesh

Daffodil Eco-friendly Agro Support Centre

Top 3 learnings
1. Initially we faced some problems like frequent irrigation/watering. Pest control by organic method works slowly.

Vehicle exhaust is a major source of anthropogenic
carbon dioxide (CO2) and the main emission sourcesof air pollution in metropolitan cities of Bangladesh.
Daffodil Eco-friendly Agro Support Centre was establishedto target clean environment, conservation of nature,
biodiversity, research, extension and development ofdifferent kinds of fruits, vegetables and medicinal plants
by using inexpensive sandy fallow land. To support theefforts for a cleaner environment, most of the fruit plants
are broad leaved and evergreen which sink more CO2 andrelease more O2 for a consequently cleaner and healthierenvironment. Moreover, it also produces safe fruits andvegetables giving rise to the availability of nutritionallyrich high value crops for fulfilling the nutritional fooddeficiency (hidden hunger) of poor and ultra-poor
people. The centre also serves as a germplasm facility foreducation, research and training. The current activities
include fruit saplings production and distribution,
germplasm collection and conservation, and technicalservice to farmers.

Ivey Business School
Innovating for Sustainability
In partnership with Université du Québec à Montréal,
University of Alberta and University of New Mexico.
Our team is working closely with 5 companies, 5 universities
and 7 government bodies and non-profits to understand theinhibitors and facilitators to sustainability-oriented innovationin business. Our ambition is to move Canada’s innovation
agenda, so that all corporate innovations create shared value– value for business and society simultaneously. In Canada,
US$27.6B is spent each year on research and development.
Imagine if all innovations created value for business andsociety, not just for business.
The project involves 3 streams: (1) engaged scholarship on
sustainability-oriented innovation; (2) large-scale capacity
building for sustainability-oriented innovation;(3) international leadership on engaged scholarship.
Top 3 learnings

1. Collaboration with unlikely bedfellows is key. These
require unique skills and new models.

2. Labour cost exceeds our budget due to high labour
wages/day.

2. Accelerating sustainable innovations for large
infrastructure projects is difficult.

3. Due to organic farming we got unexpected yield insandy land.

3. Conventional innovation processes aim to do ‘less harm’;innovations need to encourage ‘doing more good’.

Grenoble Ecole de Management

FranceLondon College of Fashion, University of the Arts London UK

GEM Refugee Grant Program – It Takes a Community!
Working Together for Integration and Access toHigher Education.

Rethinking Rehabilitation - Connecting Communities
Through Craft
An inspiring collaboration which introduced LCF menswear
design students to the convergent themes of theenvironment and social inclusion within two rehabilitation
facilities, in the UK and Italy.

Since 2015, Grenoble Ecole de Management has mobilised
to offer the GEM Refugee Grant Program that offers
tuition remission to up to ten qualified students withrefugee status in GEM programs per year.

San Patrignano - the largest residential drug rehabilitation
community in Europe, providing non-pharmacologicaltreatment to young people who engage in their own recovery
through learning specialist craft skills.

This grant program operates in the context of a close
collaboration with the local university consortium andpartners of the Communauté Université Grenoble Alpes.
The COMUE coordinates an ongoing working groupbringing together GEM and other local higher education
institutions along with student housing/social services
organizations and local humanitarian associations.
It takes a community to do the work of orienting,advising and integrating refugees into higher education!
This cooperation takes the form of a solidarity “hub” inGrenoble that is unique in France.

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CanadaMaking for Change - a fashion training and manufacturing
unit located at a women’s prison to increase well-being
and reduce reoffending amongst women prisoners througheducation and professional skills development.
Photo image: credit Alexey Pivovarov
Top 3 learnings

Top 3 learnings

1. Welcoming migrant students contributes to an inclusiveand diverse educational environment.

1. We have developed new innovative approaches toenterprise models and curriculum building.

2. Collaborating creates cohesion among students, staff andfaculty and connects everyone to the local community.

2. We recognise the impact of craft and how it can connect,heal, and empower communities.

3. It takes a community of empowered actors to create
positive impact and solutions to global social challenges.

3. We see the value of skills-sharing rather than a top-down
educational model.

LCF alumna and menswear designer Bethany Williams
worked with weavers, using industrial waste materials tocreate innovative textiles which inspired LCF students.
Winning designs were manufactured by Making for Changeusing fabric woven on the handlooms in San Patrignano.

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Stockport Continuing Education Service

UK

Turnaround – 360 Degrees Different
A collaboration between Adult Learning and a Third
Sector organisation with specialist skills and experience tosupport individuals in recovery from addition dependency.
Individuals taking part came from a wide range ofbackgrounds both socially and economically with addiction
as the common factor.

Top 3 learnings
1. We recognised the value and long-term benefits learning
provides to those recovering from addiction dependency.
2. By bringing together a range of partners to collaborate on
the future design and delivery of a foundation programme.

UCSI University
Aquatic Science Student Association: Towards Zero Waste– Feel and Heal
“Towards Zero Waste – Feel and Heal” project is designed tocreate awareness on the food scraps created from consumers’
daily eating habit. Instead of labelling it as waste, it can be
repurposed into compost.

The course broadly addressed for learners boundaries, theeffects of self-defeating behaviours and being resilient,emotional awareness and self-esteem and personal
responsibility and empathy.

Composting food scraps systematically for fertilising plants for
personal consumption and commercial purpose is a possible
lifestyle for every world citizen. However, the underserved
rural communities are often deprived from this cutting-edgeknow-how.

Many of those completing the course progress to further
learning including Peer Mentoring and Counselling at level3 which is self-funding. A number also take up volunteering
opportunities, maintain or are able to secure employment.

This project believes in quality education for all. For thatreason, its mission is to create awareness, share knowledge andtransfer skills in food composting and aquaponic to those whohave the heart to protect the environment.

Impactful benefits include an increased sense of well-being
and purpose gained by learners. This in turn makes themless reliant on health services and supports a commitment
to continue to manage their condition and in many
instances addresses offending behaviour and the effect of
their behaviours on families.

TOGETHER we care for one mother earth!
Top 3 learnings
1. Giving back to mother nature for the benefits that she
has given us.
2. Everything deserves a second chance and life especiallyafter they have exceeded their original function or life.

3. The partnership will develop further opportunities for learners
to explore careers in Social Care and Education sectors.

3. Patience and perseverance will bring the best out of one’s
work and personal characters.

Universidad Autónoma de Querétaro

MexicoVictoria University of Wellington

New Zealand

Intensive Summer: Strengthening University
Commitment

Community Connections Impact Change - Why theVictoria Plus Programme Drives the Difference

The main objective of the “Intensive Summer” projectis to generate an impact on social intervention withinterdisciplinary work and the application of knowledge
in real contexts that allow the University community tostrengthen the social responsibility of the UAQ with thesociety. Hence, this programme is mainly aimed at ruraland indigenous areas.

Making the most of the university experience often
requires students to step outside their comfort zone,
affect change and connect to their community. Since2008 hundreds of students have opted in to Victoria
University’s extra-curricular Victoria Plus Programme
to do just that.
We designed a flexible, inclusive and wide ranging extracurricular service and leadership programme to encourage
students to get involved, help others and hone their skills.

It is an intensive intervention programme, where through‘help brigades’ integrated by students and teachers, itseeks to support rural and indigenous communities solving
problems that are presented through sustainable solutionsin themselves that allow their future reproduction.
In addition to this, students benefit by receiving theopportunity to enrich their professional training throughthe use of knowledge acquired during their academic
training, allowing them to be applied in real situations,while strengthening values of social responsibility.

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Malaysia

Achieving an award in recognition of volunteeringand civic engagement is valuable but even more is thestudents’ sense of purpose and willingness to continue
their involvement well into future life and career.
Top 3 learnings

Top 3 learnings

1. We promote University Social Responsibility.

1. Demonstrate the value for students and make it fun.

2. We raise awareness including awareness regarding social
needs.

2. Build quality connections on campus and in thecommunity.

3. We promote the application of knowledge obtained in
the University stay.

3. Give it profile. Bring employers and community
organisations into the programme.

11Sustainability
Institution of the Year
This category recognises sustained, whole-institutioncommitment and impact to becoming a sustainableorganisation. Four main areas must be achieved:
Leadership and Governance; Estates and Operations;Learning, Teaching and Research and Partnershipand Engagement.

86%of the finalist institutions in this category chose‘Climate Change’ as one of their project’s top 4 SDGs

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Benemérita Universidad Autónoma de Puebla

MexicoMeritorious Blue (Benemérita Azul) on the Way to
Sustainable University

Top 3 learnings
1. We are fulfilling goals that pay for the fulfilment of the
UN from our University.

The BUAP has a building in an area called Valsequillo - Puebla
where it was institutionalised that was called ECOCAMPUS
as a high-level scientific space, while promoting a modelof environmental restoration and sustainable actions. The
Rector, Alfonso Esparza Ortiz, inaugurated a double solar
tracker axis, the first of its kind in Latin America, which willcapture more solar radiation to produce electricity andsupply two buildings of this university headquarters: Thereis a reforestation area; Analysis and learning of the engineers
in renewable energies is done as a laboratory; Activities arecarried out with botanical gardens; It was built with rainwatercollection with which the first buildings have to continue withthe reduction of orientations and materials friendly to theenvironment; 3,287 university students provided community
service; 10,500 trees planted; 4 million transport services witha monitoring system that takes out of route the trucks that do
not have as much affluence and increases when they are hoursof affluence; The recycling of different wastes, 52 tons ofcarbon dioxide were no longer emitted into the atmosphere.

ISA Lille
Isa 14001 Program and Green Grown Campus : 8th
Year Iso14001 Certification and V-2015 Update for
Isa Lille.
Green Grown Campus: all together, students, staff
and stakeholders for a better environmental footprintof our campus.
In 2011, ISA became the third French College to obtain
ISO 14001 Certification for the full scope of our activities.
Seen by the whole economic world as internationalrecognition of environmental engagement, ISO 14001
consists of a frame of references for our environmental
actions. Certified since 2011 for ISO 14001 version 2004,
ISA has transitioned to the 2015 version of the standard in
July 2018.
The results of our environmental management system
are visible: It has reduced our electricity consumption
by 37%, our gas consumption by 26,5% and our water
consumption by 28% on our main building between 2011
and 2018.

2. The University continues to grow in maintaining thevanguard of quality education with innovation and social
responsibility to grow hand in hand with the society.

1. Our project is really a unifying institution project which
includes both administrators, staff and students.

3. Our experimented environmental program allows us toevolve towards global sustainable approaches.

Hokkaido University

Japan

McGill University

Co-Creating Sustainability on Campus: Collaborative
Scheme of Faculty, Staff And Students Through Actions
Triggered by Sustainable Campus Assessment System

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Top 3 learnings

2. Our environmental engagements and results are visible,
understood by the whole economic world.

3. We are proud to be part of one of the best universities.

We have been taking an initiative toward sustainablecampus since 2010. There are 2 key elements in theinitiative, which are the development of “Assessment
System for Sustainable Campus” (ASSC) and collaborative
management scheme between faculty, staff and students.
As ASSC is a holistic assessment system, it has become atrigger for various actions and achievements on campus.
Primary energy consumption per area was reduced by 7%,
revealing that the application for energy efficient campus
buildings was effective. The ratio of floor area increased
from 0.8% to 14.8%. Along with these achievements,
the office made efforts to improve the communication
between faculty, staff, and students to enhance theawareness of sustainable campus issues. This effort
paid off and the office has been transformed into a newcollaborative scheme of those campus stakeholders.

FranceCanadaVision 2020 Sustainability Strategy
Vision 2020 is McGill University’s Sustainability Strategy.
It encompasses one vision, five categories and broad
goals, set with the intention of creating a more resilient
campus as the University leads the way towards asustainable future.
The strategy is spread across two Action Plans (20142016 and 2017-2020). The 30+ Priority Actions contained
within each plan are grounded in one of five areas thatcomprise the main spheres of climate and sustainability
action at McGill: Research; Education; Connectivity;
Operations; Governance & Administration.
These actions guide the University to its two long-termtargets of achieving carbon neutrality by 2040 andattaining a STARS Platinum sustainability rating by 2030.

Top 3 learnings

Top 3 learnings

1. How to reach the diverse campus issues by using thecollaborative scheme.

1. Engaging stakeholders from across our institution was
integral to the success of the project.

2. The findings in campus management can provide
opportunities of students education.

2. Embracing ambitious realism enabled us to think andact big.

3. The potential of our campus to be an interactive spacewith visitors.

3. Clear implementation, monitoring and reporting
mechanisms allowed us to earn our leaders’ trust.

At McGill, we strive to be one of the best universities in
the world by doing our best for the world.

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RMIT University

Australia
Ready for Life and Work – An Evolution of
Sustainability at RMITRMIT understands that sustainability is key to ensuring
this legacy not only survives but thrives into the future.
With this in mind it is important to recognise that the
University has not only worked for the past ten years
to embed sustainability throughout its operations, but
has revelled in creating impact through practical andmeaningful change.

1. Each new strategic plan presents an opportunity to reshapeand strengthen the sustainability agenda.

UK

Delivering Positive Impact for Society

2017 marked the 130-year anniversary of the foundingof RMIT University. This provided a great opportunity toreflect on the transformational impact we have had on ourstudents, staff and community both then and now.

Top 3 learnings

University of Edinburgh

The past three years detailed in this submission, guided by
the latest Strategic Plan ‘Ready for Life and Work’, outlines
how RMIT has delivered on its sustainable infrastructurecommitment, developed more meaningful sustainability
activities to engage its community and provided genuine
support to embrace its diverse and dynamic population ofstaff and students.

The launch of the University of Edinburgh’s Strategic Plan
in 2016, signalled its intention to increase its positive
impact on society through its learning and teaching,research, operations, investments and outreach. Alongwith the establishment of the Department for Social
Responsibility and Sustainability in 2014, the University has
made significant progress in adopting a whole institution
approach to becoming a more socially responsible andsustainable university. Recent achievements include:
Commitment to become a net zero carbon university
by 2040; Commitment to complete its transition out offossil fuel investments by 2021; 1st University to adopt aformal Conflict Minerals Policy; Launched ‘Edinburgh Local’community engagement strategy; Moved £60 million of
its endowment funds to support the transition to a low
carbon economy; £1.5 million investment in Big Issue
Invest, the largest financial investment in social enterpriseever made by a UK university; Communicated with 15,000
staff and students in 2017/18 through online or face-toface engagement.

Top 3 learnings
1. Social responsibility and sustainability are key
components of both the staff and student experience.

2. Regardless of the maturity of an institution, there is always
work to be done to reduce risk and exposure to issues.

2. Accessible communication are essential to ensuring
support and participation from key stakeholders.

3. That celebrating successes can become an addiction which
captures imaginations and drives passion for further action.

3. The importance of promoting the university as a living
laboratory for learning and testing ideas and technologies.

Universidad EAFIT

Columbia

Eafit Campus: A Park in the City Transforming ourLearning and Working Environment.
The “University Park” project emerged in EAFIT in 2004
as part of the master plan for the development of EAFIT’s
facilities by 2024. EAFIT had many “non-places” that did
not motivate students to stay. It was realised that nature
could play a key role to create better learning and working
environments that inspire students, and positively
influence the memory of the graduates and the dynamics
of the city. Moreover, because EAFIT is incorporated in thecity it should be highly compromised to be environmental
responsible. Thus, the need to incorporate native flora andfauna into the campus concept was determined.
Thereof, EAFIT campus started a transformation into an
inclusive place in equilibrium with nature and culture.
Different ecosystems have been designed artistically toinvite people staying and learning, where people meetpleasantly in the middle of nature, like in a park.

In partnership with:

Top 3 learnings
1. The “University Park” project is like a rhizome, manysustainability initiatives have emerged from it.
2. Campus transformation requires architectural improvement
as well as deep organizational and cultural changes.

Awards Ceremony
10th July 2019
New York

Host partner:

www.greengownawards.org

3. A park is a place to be and must be designed considering
the needs of those who inhabit it.

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Student
Engagement
This category reflects that students and staff
must work together to achieve goals using“top-down” and “bottom-up grass roots”
methods to achieve maximum understanding
and engagement across an institution. It must
be clear that initiatives include both staff andstudents (not just one party) working
in partnership.

50%of the finalist institutions in this categorychose ‘Sustainable Cities and Communities’
as one of their project’s top 4 SDGs

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Bow Valley College

CanadaGlobal Citizenship: Fostering Inclusion and Self-Efficacy
The Intercultural Centre, run by the School of Global Access,provides training, workshops, community volunteerism,
intercultural competency training, and College-wide
events that promote diversity and inclusivity. Since
2017, this Centre has prioritised the cultivation of global
citizenship by empowering learners and staff to consider
their actions beyond the walls of the College. By hosting
events on environmental justice, anti-racism, circular
economy, mental health and well-being, food security
and conservation, as well as opportunities to practicethese skills, the Intercultural Centre gives participants theopportunity to grow as sustainable citizens.

Top 3 learnings
1. Find language that suits your audience. “Sustainability”
did not resonate as much as “global citizenship”.

This work is done by showcasing the talents of our learners,
who come from all over the world. Our approach focuses
on fostering self-confidence in our students by sharing thevarious ways positive environmental behaviour and ethics
exist in practice. Global citizenship is the active role anindividual embodies, concerning matters of social justice,advocacy, and advancing one’s knowledge of global issues.

E.N.S.T.I.B, Universite De Lorraine
Towards a Healthy and Well-Thought Consumption
for Life
Our proposal is based on the motivation and the will ofstudents to be more eco-responsible, and their wish ofsaving our planet by reducing their environmental impact.
A local farm provides students with local and seasonal
vegetables. Our bike park has been renewed this year andbikes have been rented out. A compost bin makes students
aware of waste repurposing and a vegetable garden teaches
them basics about gardening. Waste sorting is a value which
is more and more respected. Step by step, those habits
have become simple life rules for the young generation,
leading to a goal of good health and well-being, exchanges
and sharing of good habits, while promoting social links
between the youths. Thus, raising awareness of thenecessity of sustainable actions is now a reality at the heartof student communities; those youths who will become
the leaders of tomorrow, making theirs this quotation from
Antoine de Saint-Exupéry : “Nous n’héritons pas de la terre
de nos parents, nous l’empruntons à nos enfants (We do notinherit our parents’ earth, but borrow it from our children)”.

2. Take the time to collaborate with partners on andoff campus.

Top 3 learnings
1. Health education.
2. Make students aware that food wastage shouldn’t be
an option.
3. Buy local and seasonal products directly from the
distributer.

3. Invest in sustainable skills not just knowledge. People
act when they feel confident.

Cavendish University

UgandaGlasgow Kelvin College

UK

Girls Paint Africa Green

Integrating Sustainable Inclusive Social PracticeGirls Paint Africa Green (GPAG) is a non-profit African
Hub of young girls.

Gender based violence in the East End of Glasgow is anever ending problem, but Glasgow Kelvin College hascommitted itself to tackling this societal challenge. The
White Ribbon campaign is a global movement, working toengage men in tackling Violence Against Women, throughraising awareness, promoting dialogue and providing
resources to support individual and collective action
amongst men and boys.

Females in general with male support, united primarily
to embark on actions against climate change,
environmental protection and conservation, and is anumbrella of inspiration, motivation and empowerment
around Africa.
So far it is established in 8 states in Africa. Our target
population around Africa is students and we believe
if we engage them in planting trees, use of renewableenergy, among others with an aim of engaging almost
65% youth population in Africa, we can greatly solve
the climate change problem around the globe.

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FranceBy becoming an active supporting member of the local
Scotland campaign, the College has supported the trainingof members of its staff and Student Association; linked
the campaign with College departments to help develop
and tailor resources; and raised awareness amongst its
teaching staff and learning community through organised
workshops and events.
Top 3 learnings

Top 3 learnings

1. Increasing the awareness on actions against climatechange in Africa and the world.

1. We would encourage others to become more involved inboth national and international campaigns.

2. We are able to transform Africa from climate change toenvironmental sustainability.

2. Our approach prepared us to both hear and challenge
different perceptions.

3. We are able to fight hunger, poverty in Africa and increase
the youth participation in actions against climate change.

3. We emphasise the importance of being adaptable andflexible to meet everyone’s needs.

Identifying effective approaches to engage with nonperpetrating men has been a key aspect of the College’s
work and success to date. By continuing to adapt to issues
arising in this process, it is hoped that the College cansustain the powerful and positive impact of the campaign.

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Kenyatta University

Kenya
Adopt a River Initiative ProjectEngaging students both at secondary and tertiary level iscrucial to achieving ESD policies at all level from local tointernational level. This project seeks to engage students
in practical implementation of the theoretical knowledge
acquired in the classrooms to actual hands-on experience
as a way of conservation. In this project, aquatic macroinvertebrates are used to monitor river health as they are
known to be a cheap reliable bio-indicators of monitoringwater and environmental conditions. The project provides
a practical application of the dichotomous key to identify
the key species of invertebrates used in monitoring of river
health. It introduces the use of the miniSASS, a simplified
version of the South African Scoring System to enhancelearner’s knowledge and skills.

Top 3 learnings
1. Merge theoretical knowledge with practical application
initiatives.

The information gathered in this pilot project will provide
a basis in guiding policy and community activities
championing the restoration and conservation of rivers
ecosystems.

The Chiba University Student Committee forEnvironmental Management Systems
Sustainability Activities Conducted by Students in
Cooperation with Companies
The Chiba University Student Committee forEnvironmental Management Systems was establishedin 2003 and is responsible for operating the university’s
EMS. In recent years, they have succeeded in greatly
expanding the scope of activities outside the University bycooperating with companies.
There are four projects: “Eco project with a local bank”,“Environmental event project”, “Satoyama preservation
project”, and “Utilisation of used paper project”. In theseprojects, they carry out environmental awareness andenvironmental education activities for citizens, children,
students, business owners, etc. on themes including
energy, resources, recycling, green consumerism, and sea
and mountain conservation. The collaboration between
students and companies has allowed activities involving awide range of stakeholders.

3. Intense awareness creation on the immeasurable value
and significance of these resources.

1. Importance of human relationships including
communication and connections with colleagues.

3. Companies’ attitudes towards handling environmental
issues and sustainability.

Ndejje University

UgandaThe Students’ Union at UWE

UKBring Your Own Bowl (BYOB)

Universities and Entrepreneurial Models of Students
Engagement in Municipal Bio-Waste Recycling in Uganda

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Top 3 learnings

2. Skills including presentation, negotiation and adjustment
of schedule and importance of funds and its fundraising.

2. The throw away culture has hugely infiltrated our society.

Growing population and urbanisation impact on municipal
sanitation, water safety, energy access, food security andlivelihoods. Given the inadequacy of public financing, forbridging service delivery loops, it was premised that; 1)
private resources could replace government resources;
2) private sector could be incentivised by participating inservice delivery via demonstration of business models.
The project focused on recycling municipal bio-waste into
briquettes, biocides and fertilisers; via developing capacityof youths in technical, entrepreneurial and managerial
operations of bio-waste recycling. This was enabledthrough; a) training; b) linking education institutions with
communities, public and private sector agencies; Factoryscale bio-waste recycling saves trees, reduces respiratorycomplications and provides organic soil nutrients. This
circular economy promotes cost savings, cost recovery
and resource recovery across the food, energy, water andeco-system nexus.

Japan

Bring Your Own Bowl (BYOB) is a food waste
behaviour change and student community building
intervention. Primarily for students based in University
accommodation, BYOB focuses on creating social
networks through the shared enjoyment of free tasty
surplus food.
The events engage students on key food waste messages
and provide ideas for personal action. The namesymbolises the fact that all students have to do is bring
their own bowl; we take care of the rest. BYOB is run
collaboratively between The Students’ Union at UWE’s
Green Team and HallsLife programmes. The aim of
the Green Team is to create and empower student-led
sustainability change.

Top 3 learnings

Top 3 learnings

1. Our constructive innovations benefited very much frombig risk; from thinking outside the box.

1. We harnessed the power of partnerships to build
mutually shared goals for successful outcomes.

2. Experimentations that were non-conventional and which
first appeared trivial succeeded due to our endurance.

2. We confirmed that free food is a useful tool to drive
student engagement!

3. The greatest feedstock to our innovations were small
ideas generated by very simple people.

3. A campaign needs maximum three key messages/actions
for greatest impact/behaviour change.

HallsLife is a partnership between The Students’ Union
at UWE and UWE Accommodation to build a grassroots sense of community amongst UWE students andfoster a sense of belonging within University managed
accommodation and within the student community.

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UniFacens

Top 3 learnings
1. We realised how important it is that all teachers areengaged and aware of the project.

Brazil
Eco Ginc – An Ecological Group Activity Applied in
Brazilian Public Schools#Thankgoodnessit’sfunded: The Green Initiative Fund(TGIF) at UC Berkeley

Pupils from public schools in Brazil often face issues
such as bullying, lack of life perspective and poor
environmental education. Aiming to address these
problems ECO GINC was created, in 2017, addressing
them through hands-on activities to raise environmental
awareness. The project is developed in public high schoolsin Sorocaba and its surroundings. The group activities
are carried out by volunteer students from UniFacens, aphilanthropic university also located in Sorocaba, during
three days. The content taught in the schools are learnt
by the volunteers in a training given by University staff,
where the importance of stimulating creativity andempowerment are highlighted. The employees are also
responsible to train the high school teachers and principals
so that the technique can be applied in others subjects andthe cultural change becomes perennial. In total, 104 kg
of waste have been collected during the activities, which
address circular economy and correct waste disposal in a
fun and creative way.

The Green Initiative Fund, also known as TGIF, is UC
Berkeley’s campus green fund. TGIF provides funding,
via grants, for projects that improve and support UC
Berkeley’s campus sustainability efforts. TGIF allocates
funds to projects that promote sustainable modes oftransportation, increase energy and water efficiency,
restore habitat, promote environmental and food justice,and reduce the amount of waste created by UC Berkeley.

USA

Portions of the fund also support education and behaviourchange initiatives, student financial aid (via return to aid),and student internships. Students, faculty, and staff may
submit project proposals, which are selected for fundingby the annually-appointed TGIF Committee, consisting ofstudents, faculty, and staff, on which the students havethe majority vote.
Since its inception in 2007, TGIF has funded close to $3
million in grants to over 215 projects and over 360 student
internships.

Top 3 learnings
1. We learned the power of student voices, engagement,
and ideas in shaping campus sustainability culture.

2. We need to offer more training to students to understandand implement the activities accordingly.

2. We recognise the importance of investing in green
practices, education, and behaviour change initiatives.

3. We need to understand the profile of pupils to better
adapt the activities proposed.

3. The challenge of and exciting attempts to address
institutionalizing environmental justice principles.

Universidad Nacional de Jujuy

Argentina

Victoria University of Wellington

New Zealand

Learning Sustainability with Vicuñas in the Andes

Vuw Sustainability Week: Learn to Live Sustainably

This project began in 2011. Vicuñas (Vicugna vicugna) arewild camelids that live in the altiplano of the Andes, inareas of indigenous communities that have subsistence
economies. The vicuñas have one of the finest fibres in
the world which condemned them to risk of extinction byhunting in the middle of the 20th century. With vicuñas
populations recovered after decades of conservation,
this project rescues the prehispanic way of using themwith Chakus. The chaku is an ancestral vicuña capture
technique for shearing their fibre and releasing themback to nature. To perform Chakus, a fluent transcultural
knowledge dialogues between scientists, students andlocal indigenous people is needed to reach success,by experiencing in intercultural learning and wildlife
management. This also help them as future biologist andagronomists to feel the reality of the work with animals inthis particular biocultural landscape.

In May, students at Victoria University of Wellington
hosted the University’s first ever ‘Sustainability Week’of environmental action and events. Campus was abuzz
with thirteen events, daily action station activities, ecogiveaways, an art competition, a dedicated ‘Sustainability
Special’ of our student magazine and opportunities galore
to learn about today’s most pressing environmental issues
and take action.
The result was incredible student engagement, with over
1,000 people attending events and more than 30,000
reached via Facebook.
The organising committee, comprised of six student clubs,
has since established a formal Sustainability Committee
within our Student Association to work on long-termsustainability initiatives.
Top 3 learnings

Top 3 learnings

1. We conserve vicuñas through sustainable use.

1. Inspiring young people to lead and engage their peers toraise awareness.

2. We involve students in working with native animals
with ancestral techniques.
3. We teach students the importance of intercultural
knowledge dialogue for working with local communities.

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University of California, Berkeley

2. Collaboration is key; building a network of student clubs
and individuals enabled us to achieve large-scale impact.
3. Deeper engagement between staff, students and institutions
helps to develop space for democratic and collaborative action.

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